Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 8 of 14
Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 8 of 14
Date
2015
Authors
Place-based WAC/WID Hui
Journal Title
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Abstract
Brief excerpt from interview: My relationship to Hawaiʻi and my connection to Kahuku has grown stronger, and also to all the places we studied too. I just feel a solidarity with the people in their struggle for the land there. You get to know your classmates really well because you get to hear their story and their connection to the land they're from. The mural was in protest to the telescopes on Mauna a Wākea, which is a sacred place, and then the controversy of how it was censored and we talked about the mural as being an example of a map. A Hawaiian-knowledge-based map. It's not your typical map when you think of a map in your head, but it is mapping the sacredness and the moʻolelo... and how Mauna a Wākea is significant to Hawaiians... I think my major being art and then the correlation with this class and what I learned in this class has clarified my focus in what I want to do artistically with moʻolelo and history and land and how it all kind of is connected. The way I see land has completely changed. We talk about how land formations and the mountains... there's a moʻolelo to everything... When I look at the mountains... ʻike Kualoa, I can see the back of the moʻo. Mokoliʻi, I can see that as the moʻo's tail... I don't think I had seen that prior to this class and the depth of research that we've done, but completely when I take my camera out and I'm looking at land, I just see it in a whole other way. I try and think of what could the history be or what could the moʻolelo be? What does this look like to me?
Description
This item includes a segment of a student interview in a Writing Intensive course in Upper Divison English at the University of Hawaiʻi at Mānoa. The interview was conducted in 2014, and in this clip the interviewee is responding to the question 'Were your relationships with classmates, the campus, Oʻahu, Hawaiʻi, or the Pacific changed in any way? Do you see your major or your educational experience any differently as a result of it?'
Keywords
place-based writing,
writing across the curriculum,
writing in the disciplines,
Writing Intensive courses,
scholarship of teaching and learning,
writing pedagogy,
general education requirements,
sense of place,
educational context,
kinds of learning,
relationship,
relationship to hawaii,
relationship to place,
relationship to kahuku,
student background,
student identity,
solidarity,
land struggles,
classroom dynamics,
classmates,
student relationships,
sharing stories,
mural,
art,
protests,
mauna kea,
telescopes,
sacred place,
censorship,
controversy,
mapping,
mural as a map,
hawaiian knowledge,
hawaii knowledge-based mapping,
mapping sacred sites,
mapping moolelo,
student community,
uh manoa,
issue advocacy,
student activism,
campus activism,
history,
land,
connections,
ways of seeing land,
ways of understanding land,
land formations,
mountains,
moolelo,
kualoa mountains,
moo,
mokulii,
photography,
shifting perspectives,
solidarity with residents,
classmate origins,
campus mural,
mauna a wakea,
mauna kea,
hawaiian knowledge-based map,
campus protest,
ka leo,
censorship,
clarified goals,
photography,
photographer,
black and white film,
land,
mountains,
land formations,
natural history
Citation
Borges, Ghialana. 'Student interview for Place-Based WAC/WID writing instruction in Upper Divison English, clip 8 of 14.' Interview with Jim Henry. Scholarspace. Sep. 2015. Web.
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